Using Digital Storytelling as a Strategy for Enhancing EFL Writing Skills

Abstract

The present study is aimed at analyzing the impact of digital sto-rytelling on English as a Foreign Language (EFL) pre-service teachers’ writing skills. The participants were 101 students, who were enrolled in four distance courses of the English Major at a private university in Ecuador. Their ages ranged between 19 and 22 years old. They were divided into one control (49) and one experimental (52) group since this study used a quasi-experimental approach combined with a mixed-method design. The instruments included a pre-question-naire, a pre-test, a post-questionnaire, and a post-test. The main findings show that there was a significant improvement in students’ writing skills, particularly in aspects related to grammar and vocabulary. In addition, digital storytelling us-ing Storybird was perceived as a useful strategy to develop the participants’ EFL writing skills since they were more engaged in activities that allowed them to demonstrate their knowledge when designing narrative projects.

Supporti̇ng the Wri̇ti̇ng Ski̇lls of Pri̇mary School Thi̇rd Grade Gi̇fted Students Wi̇th Acti̇vi̇ty-Based Di̇gi̇tal Storytelli̇ng: Acti̇on Research

“…From this point of view, it is demonstrated by both evaluation scores and interviews that students' writing skills have improved. This indicates that digital storytelling is an effective method that can be used to improve writing skills and other research in this field is also consistent with the findings of this research (Aktaş, 2019;Baki, 2015;Baki and Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir ve Kılıçkıran, 2018;Fitri, Husnawadi and Harianingsih, 2021;Foley, 2013;Gider, 2019;Girmen, Özkanal and Dayan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru and Çakır, 2020;Riani, Husnawadi and Syarifudin, 2021;Rong and Noor, 2019;Santiana et al, 2021;Saunders, 2014;Sudarmaji, Mulyana and Karsiyah, 2020;Tanrıkulu, 2020;Tarigan and Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç and Ulusoy, 2016;Yılmaz et al, 2017).…”

“…From this point of view, it was revealed through interviews that students' knowledge of writing increased. This shows that activity-based digital storytelling is an effective method that can be used to increase students' knowledge of writing and other research in this field is also consistent with the findings of this research (Castillo-Cuesta et al, 2021;Özüdoğru and Çakır, 2020;Rong and Noor, 2019;Yamaç, 2015). Lin, Monreo, and Troia (2007) argue that classroom teaching activities have an important role in students' writing skills and writing knowledge.…”

“…In addition, writing activities were integrated with technology and completed with digital storytelling activities. When the literature on the use of digital storytelling in the development of writing skills is examined it is seen that digital storytelling improves writing skills (Aktaş, 2019;Baki, 2015;Baki & Feyzioğlu, 2017;Castillo-Cuesta et al, 2021;Chuang et al, 2013;Çıralı, 2014;Dayan, 2017;Demir & Kılıçkıran, 2018;Fitri, Husnawadi & Harianingsih, 2021;Foley, 2013;Gider, 2019;Gunawan, 2019;Gürsoy, 2021;Haşlaman, 2017;Özüdoğru & Çakır, 2020;Rahimi & Yadollahi, 2017;Riani, Husnawadi & Syarifudin, 2021;Rong & Noor, 2019;Saunders, 2014;Sudarmaji, Mulyana & Karsiyah, 2020;Tanrıkulu, 2020;Tarigan & Liana, 2018;Xin, 2013;Yamaç, 2015;Yamaç & Ulusoy, 2016;Yılmaz et al, 2017). In order to develop the writing skills of gifted students, it is thought that there is a need for studies that prepare students to write according to their interests, abilities and levels and make them love writing and integrate it with technology.…”

Enhancing EFL Learners’ Vocabulary Acquisition with Socrative Digital Flashcards: An Experimental Study

“…Teachers may adapt to integrate technology in teaching and learning. Technology use has a beneficial effect on the teaching-learning process (Castillo-Cuesta et al, 2021).…”

Digital Storytelling for Improving ESP’s Students’ Motivation and Autonomy During Covid-19 Pandemic: A Conceptual Paper

“…One of solutions to promote students' motivation and autonomy is integrating digital storytelling to ESP classrooms. It is because digital storytelling has been shown as effective to improve learners' writing skills, motivation, selfconfidence and narrative skills (Adara & Haqiyyah, 2020;Castillo-Cuesta et al, 2021). Nevertheless, there is a lack of studies which specifically focuses on the use of digital storytelling on ESP students' Castillo storytelling toward ESP students' autonomy and motivation.…”